Lesson Overview In this lesson students will use a PowerPoint to learn about the three types of rocks and also the steps of the rock cycle.
Objectives Students will be able to define characteristics of each of the three types of rocks. Students will recognize the steps involved in the rock cycle. Students will create a map of the rock cycle.
Materials
White board
Dry erase markers
PowerPoint
Rock cycle picture
Links to Resources Rock cycle diagram is in the section of visual aids.
Safety Issues Students will practice basic classroom safety.
Instruction In this lesson students will learn new information by taking notes on the different types of rocks, and also by drawing a diagram to remember the rock cycle.
Opening I will begin this lesson by reviewing the inquiry activity we had just finished. Example starter questions would be, “What group did an activity that had to do with rocks? What did you decide your definition was for a rock? Did any other group create a definition, ok what is it?” After, we would create a class definition and compare it to the textbook definition. After discussing the two definitions, we would begin notes. (5 minutes)
Learning Activities First the students would copy notes into their notebook of important definitions and concepts for the rock cycle. After, I would ask them what they think the rock cycle means. Students would give answer based on previous knowledge, and also on the definitions they just copied. If no response, I would prompt them by telling them to read the notes they just copied. We would then discuss how there are three types of rocks. I would have the students guess at how each of them are formed, based on the definitions provided. After discussion, we would look at the rock cycle picture. I would let students look at the diagram for about 30 seconds before beginning questions. “Can anyone think of an example of one of these types of rocks now that we know more about them? What about igneous rock, what type of rock do you see in movies that flows as a liquid when its really hot and then cools?” and so forth. The students would copy the diagram into their notes for a reference point. (40 minutes)
Closing I would end the lesson with answering any questions about the rock cycle. Then I would ask the students what type of rock they think is most abundant in Westerly. After taking answers from some students I would tell them to think about it for homework and come back tomorrow with an answer. (5-10 minutes)
Assessment Students would still be completing their Inquiry Assessment, but they could hand it in if finished.
Homework Students will create a theory on what category of rock is most prevalent in Westerly, RI.
Unit: Earth’s Interior
Title: Rock Cycle
Lesson Overview
In this lesson students will use a PowerPoint to learn about the three types of rocks and also the steps of the rock cycle.
Objectives
Students will be able to define characteristics of each of the three types of rocks.
Students will recognize the steps involved in the rock cycle.
Students will create a map of the rock cycle.
Materials
Links to Resources
Rock cycle diagram is in the section of visual aids.
Safety Issues
Students will practice basic classroom safety.
Instruction
In this lesson students will learn new information by taking notes on the different types of rocks, and also by drawing a diagram to remember the rock cycle.
Opening
I will begin this lesson by reviewing the inquiry activity we had just finished. Example starter questions would be, “What group did an activity that had to do with rocks? What did you decide your definition was for a rock? Did any other group create a definition, ok what is it?” After, we would create a class definition and compare it to the textbook definition. After discussing the two definitions, we would begin notes.
(5 minutes)
Learning Activities
First the students would copy notes into their notebook of important definitions and concepts for the rock cycle. After, I would ask them what they think the rock cycle means. Students would give answer based on previous knowledge, and also on the definitions they just copied. If no response, I would prompt them by telling them to read the notes they just copied. We would then discuss how there are three types of rocks. I would have the students guess at how each of them are formed, based on the definitions provided. After discussion, we would look at the rock cycle picture. I would let students look at the diagram for about 30 seconds before beginning questions. “Can anyone think of an example of one of these types of rocks now that we know more about them? What about igneous rock, what type of rock do you see in movies that flows as a liquid when its really hot and then cools?” and so forth. The students would copy the diagram into their notes for a reference point.
(40 minutes)
Closing
I would end the lesson with answering any questions about the rock cycle. Then I would ask the students what type of rock they think is most abundant in Westerly. After taking answers from some students I would tell them to think about it for homework and come back tomorrow with an answer.
(5-10 minutes)
Assessment
Students would still be completing their Inquiry Assessment, but they could hand it in if finished.
Homework
Students will create a theory on what category of rock is most prevalent in Westerly, RI.
Additional Notes
Back